Testing chapter 5
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Rule 1 identifies that assessments should focus on the most important student outcomes that can be successfully taught and accurately measured given time constraints. Rule 2 states that assessment tasks should require students to employ key knowledge, the evaluation criteria, or both. Rule 3 indicates assessments should have descriptions spelling out what the test measures. Rule 4 is that high-stakes tests and their descriptions should undergo rigorous review by evaluators using evaluation criteria.
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1. Creating a purpose statement that clearly defines what the assessment will measure, how scores will be used, and why the assessment was developed.
2. Targeting relevant content standards that represent essential knowledge and skills within an enduring concept.
3. Developing a test blueprint that identifies the targeted standards and number of items/tasks needed to sufficiently measure student mastery of the standards across different cognitive levels.
The next module will focus on building the actual assessment by developing rigorous items/tasks, associated scoring materials, and assembling test forms for administration.
PLANNING CLASSROOM TESTS AND ASSESSMENTS
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Criterion-Referenced Assessment Review
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
Revising instructional materials final
This document discusses methods for revising instructional materials based on formative evaluation data. There are two types of revisions - changes to content/substance to make materials more effective, and changes to procedures for using materials. Data from one-to-one trials includes learner characteristics, responses, time, and attitudes. This data is analyzed by describing learners, summarizing comments, and examining individual/total performance. Revisions are then made by determining issues and suggesting changes. Data from group trials includes pre/post-test performance, time, and comments. Item and objective analysis identifies difficulty and consistency. Revisions are made based on inferences from learner performance and comments. The goal of revision is to continuously improve materials based on evaluation
Chapter 10 apt 501
The document discusses developing criterion-referenced assessment instruments that are aligned to instructional objectives based on a learner-centered approach. It defines criterion-referenced tests and different types of assessments including formative and summative evaluations. Guidelines are provided for writing test items, determining mastery levels, selecting appropriate response types, and evaluating tests and congruence within the instructional design process.
Prof-Ed-9-Reporting_20240219_183922_0000.pdf
The document discusses product-oriented performance-based assessment. It defines key terms like product, performance-based assessment, and product-oriented performance-based assessment. The document outlines the learning objectives and introduces the topics of task designing, scoring rubrics, criteria setting, and comparing process vs. product-oriented assessments. It provides details on each topic, including how to develop scoring rubrics and set criteria. The document aims to help students understand and apply product-oriented performance-based assessment.
Assessment by reginald smith
This document provides an overview of criterion-referenced assessment and guidelines for developing criterion-referenced tests. It discusses the purpose of criterion-referenced tests which is to measure learner performance against established criteria or standards. It also outlines four categories of criteria for developing criterion-referenced test items: goal-centered, learner-centered, context-centered, and assessment-centered. The document provides details on determining mastery levels, setting mastery criteria, writing test items and directions, and evaluating tests and test items.
CRITERIA OF A GOOD TEST.pptx
Given the importance of a test, especially if it is used as a decision-making tool, of course a good test is needed. A good test must meet the characteristics (characteristics) of a good test.
Identifying performance tasks
This document discusses considerations for developing effective performance-based assessments. It addresses identifying learning targets to assess, constructing clear task descriptions, and suggestions for developing high-quality tasks and rubrics. Specifically:
- Performance tasks should be identified to communicate the specific skills and criteria students will be assessed on. Task descriptions need to specify content, activities, individual/group work, resources, roles, and scoring.
- When constructing tasks, the document recommends focusing on complex cognitive skills, selecting content-aligned tasks, minimizing irrelevant skills, providing scaffolding, and clearly communicating expectations and evaluation criteria.
- Rubrics should specify the learning targets, criteria for evaluation, and instructions for completing the task in order to effectively measure student
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Testing chapter 5
- 1. Chapter 5
- 2. Rule 1 Identify the most important student outcomes and then develop tests for a few high priority outcomes that can be successfully taught and accurately assessed in the time available. Student outcomes Teachability Accurate Assessment
- 3. Rule 2 Construct all assessment tasks so an appropriate responses will typically require the student to employ (1) key enabling knowledge or subskills, (2) the evaluation criteria that will be used to judge a response’s quality, (3) both of these.
- 4. Rule 3 Create a companion assessment description that spells out for teachers the essence of what’s being measured by the test’s items or tasks. The Well – Written Assessment Description Knowledge – Specific Supplements Illustrative Sample Items
- 5. Rule 4 Review the items and description(s) of any high-stakes test at a level of rigor commensurate wit the intended uses of the test. Evaluators Evaluation Criteria